Ever since Aristotle, educators have stressed the need for education for the worthy use of leisure time. Problems with individual and societal perceptions, teacher preparation and attributes, and curriculum organization, however, have prevented meaningful leisure education programs from becoming a reality. The major barrier to effective leisure education may well be the individual students, the target population and their lack of comprehension of the concept of leisure. In addition, society's work ethic carries over into private life and prevents leisure from being seen as a positive value. Another problem preventing effective leisure education is the lack of teachers who have the proper attributes and who have been educationally prepared for the task. Finally, the reason for the failure of leisure education programs may be inappropriate curriculum design; e.g., equating leisure education with physical education instead of emphasizing life-long physical activity; or failure to instill in the student leisure awareness, values and skills. Educators agree that, with predicted increasing availability of leisure time, leisure education should be a required component of American education, and a viable part of the curriculum. To become that, however, several things are needed: a clear perception of the meaning of leisure, adequate teacher preparation, and a meaningful curriculum. (KC)